Welcome to Butte Head Start

    

 

Butte Head Start is now offering extended hours for 4 year old children to help them to be better prepared for Kindergarten.

Call 406-723-4078 for more information.

Space is limited.

 

We are currently taking applications for the 2017-2018 school year.

 

Eligibility is based on income and need.

Children with disabilities are encouraged to apply.

Our Services are provided at no financial cost to you or your family.  (Must meet federal guidelines)

Applications for Head Start are accepted year-round.

APPLICATION

RESOURCE GUIDE

POLICIES

SAFETY POLICIES

EMPLOYMENT APPLICATION

ACTION INC. PERSONNEL POLICIES

(PDF Reader Required)

HEAD START

 

 

NATIONAL HEAD START ASSOCIATION

Community Assessment 2016

 

DISABILITIES

PIR Profile

FATHERHOOD INVOLVEMENT

POLICY COUNCIL

ADOPT-A-CLASS

POLICY COUNCIL MINUTES

YOUTH INVOLVEMENT

FAMILY SERVICES

FAMILY ENGAGEMENT

EDUCATION

OFFICE OF HEAD START

CALENDARS

SCHOOL READINESS PLAN/GOAL GRAPHS

HEALTH & NUTRITION

NOTE BOARD

BEHAVIORAL HEALTH

HEAD START FACTS

 

Head Start 2016 - 2017 Annual Report

 

FAMILY ENGAGEMENT GOALS

 

 

 

Butte

1-800-560-3734

Main Center

1000 S. Arizona

Butte, MT  59701

406-723-4078

406-723-5620 (Fax)

 

 

Lincoln Center

100 N. Clark

Butte, MT  59701

406-782-3345

 

 

 

 

 

HEAD START

What is Head Start?

Head Start is a federally funded, comprehensive preschool program for income eligible families and children with disabilities.  Head Start is designed to serve children between the ages of 3-5.  Head Start provides children and families with many opportunities for social, emotional, physical and intellectual growth.

The Head Start staff recognizes that as parents, you are the first and most important teachers of your children.  We welcome your involvement in Head Start activities and will work as partners with you to help your child progress.

Head Start Mission Statement

"Helping Children and Families grow every day in every way."

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FAMILY SERVICES

The primary role of Family Services in Head Start is to offer families opportunities and support for growth.  All families need support systems at various times in life.  Head Start Family Services staff is here to provide families with information about the Head Start program and support services available in the community.  The Family Services staff will assist families in locating and securing needed services and to serve as advocates for Head Start and families.

 

Head Start Family Services also provides direct services to families with enrolled children.  These services include:

 

 

Ø COMMUNITY OUTREACH
Ø  RECRUITMENT AND ENROLLMENT OF CHILDREN
Ø FAMILY NEEDS ASSESSMENTS
Ø PROVIDE INFORMATION ABOUT AVAILABLE COMMUNITY RESOURCES AND HOW TO USE THEM
Ø REFERRALS
Ø EMERGENCY ASSISTANCE AND/OR CRISIS INTERVENTION
Ø ASSIST THE FAMILY TO DEVELOP FAMILY GOALS
Ø FOLLOW-UP
Ø RECORD KEEPING
Ø ADVOCACY
Ø TO BUILD COLLABORATIVE RELATIONSHIPS WITH CHILDREN, FAMILIES, STAFF, AND MENTAL HEALTH PROFESSIONALS TO EMBRACE THE HEAD START VISION OF MENTAL WELLNESS

The Family Services Component of Head Start serves as a link between the family, the program and the community.

 

PLEASE CONTACT ANY STAFF MEMBER IF YOU HAVE QUESTIONS.  WE HAVE A GREAT FAMILY SERVICE STAFF WILLING TO HELP YOU AND YOUR FAMILY.

 

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EDUCATION

The education program at Head Start is designed to meet each child’s individual needs regardless of their developmental skill level.  Every child receives a variety of learning experiences to foster intellectual, social, emotional and physical growth.  Within the first 45 days of school, your child will receive a developmental screening called Brigance and a social/emotional screening. These screenings help teachers and parents determine the child’s strengths as well as identify goals for growth.

 

The Early Childhood Curriculum is used as a guideline when planning an appropriate environment complete with a variety of learning opportunities for your children.

 

CREATIVE CURRICULUM

 

Butte Head Start uses the Creative Curriculum as a guide to help plan for our children. 

 

When you visit your child’s classroom, you will see a room full of children playing.  Children at this age learn through play.  The activities we plan for children help them explore the world around them by using all of their senses.

 

We plan the classroom and outdoor areas very carefully.  We create distinct interest areas such as:  writing, blocks, dramatic play, table toys, art, water play, cooking, music and movement, books and outdoor time.  We use child size equipment, and put items at the children’s level.  The daily schedule supports our goals for the children.  All of the learning is done in fun, exciting and creative ways to encourage your children to learn and experiment.

 

Play is a powerful natural behavior. Play is child's work, Through play a child learns to:

 

  • Figure out how thing work and solve problems

  • Talk and share ideas

  • Build strength and control of their bodies

  • Develop and express imagination and creativity

  • Learn about themselves, others and the world

  • Express feelings and energy in healthy ways

  • Increase ability to concentrate

 

 

THE GOAL OF OUR CURRICULUM

 

The most important goal of our Early Childhood Curriculum is to help children become enthusiastic learners.  This means encouraging children to be active and creative explorers who are not afraid to try out their ideas and to think their own thoughts.  Our goal is to help children become independent, self-confident, inquisitive learners.  We’re teaching them how to learn, not just in preschool, but also all through their lives.  We’re allowing them to learn at their own pace and in the ways that are best for them.  We’re giving them good habits and attitudes, particularly, a positive sense of themselves, which will make a difference throughout their lives.

 

MEASURING OUTCOMES

 

Our curriculum identifies goals in all areas of development.

 

 

Ø SOCIAL:  to help children feel comfortable in school, trust their new environment, make friends, and feel they are a part of the group.
Ø EMOTIONAL:  to help children experience pride and self-confidence, develop independence and self-control, and have a positive attitude toward life.
Ø COGNITIVE:  to help children become confident learners by letting them try out their own ideas and experience success, and by helping them acquire learning skills such as the ability to solve problems, ask questions, and use words to describe their ideas, observations, and feelings.
Ø PHYSICAL:  to help children increase their large and small muscle skills and feel confident about what their bodies can do.

The activities we plan for children, the way we organize the environment, select toys and materials, plan the daily schedule, and talk with children, are all designed to accomplish the goals of our curriculum and give your child a successful start in school.

 

Ongoing Child Developmental Assessments:

 

Teachers complete the Creative Curriculum Child Developmental Assessment for each child three times a year. The results of this developmental assessment are discussed with parents and child goals are determined. Parents are requested to work with their child at home, with our "At Home Activities" to build on what the teachers do in the classroom.


Devereaux Early Childhood Assessment

(DECA)

 

 

What Is the Devereux Early Childhood Assessment (DECA)?

The DECA is a tool used to focus on three protective factors—attachment, self-control, and initiative—which are closely related to social and emotional development. The DECA also looks at the child's use of specific challenging behaviors. The teacher and a family member complete a DECA Record Form to review the child's use of skills and behaviors related to resilience. DECA results are summarized in individual and classroom profiles that are used to plan strategies to encourage children's social and emotional strengths.

 

What is Social Development?

Social development involves learning how to have positive relationships with other people. Preschool children learn to share, cooperate, take turns, compromise, and negotiate so they play and get along with each other. Social skills that are developed in early childhood will support children in their school, work, family, and community lives.

 

Learning to form and value friendships is a key part of social development.

 

What is Emotional Development?

Emotional development is closely related to social development. It refers to children's feelings about themselves, the people in their lives, and the environment in which they live. Children with a strong sense of self and high self-esteem are likely to value relationships with others.

 

What are Resilience and Protective Factors?

They have resilience, "the ability to recover from or adjust easily to misfortune or change."' Something within these people lets them "bounce back" when faced with problems that others could not overcome. They know how to

address problems, recover quickly, and move on. Researchers who study resilience call these inner strengths protective factors. Protective factors can help children cope with stress and have successful lives.

 

 

 

TALKING ABOUT TOUCHING

A Person Safety Curriculum

 

The Talking About Touching Personal Safety Curriculum helps children develop skills that will help keep them safe from dangerous abusive situations.  Children also learn to ask for help when they need it. 

 

The lessons are presented in the children’s classroom.  The lessons included:  Learning Car Safety, Learning Traffic Safety, Learning Fire Safety, Gun Safety, Getting Found, Saying No and Telling, Asking First – Going with Someone, Asking First – Accepting Gifts, Getting and Giving Safe Touches, Dealing with Unsafe Touches, Saying No to Unwanted Touches, Learning the Touching Rule, and Using the Touching Rule.

 

 

Parents receive information about how they can help their child learn and practice safety rules.  Parents are encouraged to call the Head Start Family Service Advocates if they have questions or concerns regarding this program. Children enrolled in the Full Day/Full Year Program, as well as the Head Start Center classrooms receive the Talking About Touching Personal Safety Training.

 

 

Conscious Discipline

 

We are now using Conscious Discipline as a supplement to our Creative Curriculum program as a classroom social development program that is based on brain research, child development and effective educational practices. It creates positive environments and through everyday events it teaches children self-control, conflict resolution, character development, and positive social skills. This is a comprehensive emotional intelligence curriculum by Dr. Becky Bailey. At various times of the year we offer staff training opportunities and parenting sessions to extend this program to all aspects of our Head Start Program. Feel free to call 723-4078 for further information. These trainings focus on building the 7 Basic Skills of Conscious Discipline:  *Composure, *Encouragement, *Assertiveness, *Choices, *Positive Intent, *Empathy, and *Consequences.

 

 

I Am Moving, I Am Learning

The IMIL (I am Moving, I am Learning) program is a research based approach to addressing childhood obesity in Head Start children.  The pilot program began in 2005 by the Region III Office of the Administration for children and Families.  The goals for the IMIL program are to:  (1) increase the amount of time spent in moderate to vigorous physical activities (MVPA) during the daily routine to meet national guidelines for physical activity; (2) improve the quality of structured movement activities taught by teachers and adults; and (3) improve healthy food choices for children and their families every day.

Here at your Head Start, we are proud to announce that we have been taking the proactive approach to this issue for years.  Our teaching staff implements “movement” in their classrooms as part of the daily routine.  In addition, other staff members participate in these activities by teaching and encouraging the students to be active and using large motor skills whenever possible.

Healthy eating choices are also a high priority within the program.  To encourage families to eat better, we work hard to become good role models in the choices we make when serving snacks or meals during parent and family special events.

 

 

Kelly Bear Preschool Drug Prevention Program

  1. Geared toward the four and five year old classrooms.

  2. Will help children identify their feelings and behaviors.

  3. To identify what is good for our bodies.

  4. To learn about Good Deeds.

  5. Help children make positive choices.

National head start s.t.e.p. - Language and literacy

A major focus has been placed on child centered activities to encourage language and literacy growth. Areas of study include; hearing and recognizing sounds; alphabet recognition; drawing and writing; story telling and re-telling, to name a few. Children will be exposed to a variety of language and literacy experiences throughout the year.

 

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USDA Thrifty Food Plan Menu

HEALTH & NUTRITION

The health component’s primary goal is to establish a long term “Medical Home” for each child and their family.  This provides an opportunity to develop a relationship between the family and their health care provider, which hopefully will continue after the child has left Head Start.

 

A Health History will be completed for each child so that any health related issues might be addressed immediately.  All children are screened for vision, hearing, height and weight, blood pressure and dental.

 

All children entering Head Start are required to have a physical and dental exam within 90 days of enrollment, and all follow-up treatment completed as soon as possible.  Immunizations must be up-to-date as required by Montana State Law.  After a Head Start enrollee turns 4 years of age, they are required to have their MMR and DtaP/IPV boosters.

 

Preventative dental care, such as tooth brushing, is provided in the Head Start classroom.  A dental screening as well as a dental exam is required yearly.

 

Nutrition is a very important part of the Head Start program.  All Head Start children receive a nutritious breakfast in the morning and lunch in the afternoon.  We follow the USDA guidelines, which provides the children with at least one half to two thirds of their daily nutritional needs.  A bi-weekly menu is sent home so that families are kept informed of what is being served to their children.  If parents have any suggestions for the menu, they are encouraged to give them to us.  If your child has a food allergy or intolerance, it has to be in writing from the child’s medical provider.  Food substitutions can then be made accordingly.

 

Medication Policy:

In order for the school nurses to administer any medication to a Head Start enrollee, the following items are needed:

 

 

1. A written prescription from the doctor with the child’s name, name of the medication, dosage and times to be given.
2. A signed consent form from the parents.
3. The medication must be in the original pharmacy container with a childproof cap.

All medications are kept in a locked medicine cabinet.  Please do not send any prescription or over-the-counter medication with your child.  Please bring medication to school, DO NOT send medication on the bus.

 

If your child is sick, please do not send them to school. Call and let us know that your child is sick and will not be in school.  If your child has a communicable illness, such as strep throat or pink eye, they will need to stay home for 24 hours after antibiotic treatment is started.  If your child gets sick at school, they will be taken to the nurse’s office for evaluation and sent home if necessary.  Please keep us notified of any changes in home and work phone numbers and emergency contacts so we can notify you quickly in case of illness.

 

"The United States Department of Agriculture (USDA) prohibits discrimination in its programs and activities on the basis of race, color, national origin, sex, age, or disability.  Persons with disabilities who require alternative means for communication of program information (Braille, large print, audiotape, etc.) should contact the USDA's TARGET Center (202) 720-2600 (Voice and TDD).

To file a complaint of discrimination, write USDA, Director, Office of Civil Rights, Room 326-W, Whitten Building, 1400 Independence Avenue, SW, Washington, D.C. 20250-9410, or call (202) 720-5964 (voice and TDD).  USDA is an equal opportunity provider and employer."

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POLICY COUNCIL

The Policy Council is made up of parents of Head Start students who are elected to the position by the other parents in the Program.  Each class will have one parent representative and one alternate from their classroom.  There will also be representatives from the community. 

 

THE POLICY COUNCIL:

 

 

1. 

Serves as a link between Head Start and the community.

2.

Has the opportunity to initiate suggestions and ideas for program improvements, and to receive a report on action taken in regard to their recommendations. 

3.  

Plans, coordinates, and organizes activities for parents with assistance from the center  committees and staff.

4. 

Recruits volunteer services from parents and community.

5. 

Reviews and votes on all funding applications and amendments.

 

All parents may attend Policy Council Meetings.  Only elected representatives may vote.

 

PARENT RESPONSIBILITIES:

 

 

1.

Try to attend all classroom meetings.

2. 

Participate in the meetings – if you have a suggestion or a complaint,   bring it up at the meeting – not afterward.  We can only respond to items we are aware of.

3.

Ask for information if you are in doubt.

4.

Assume your share of responsibility for action decided upon by the group.

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BEHAVIORAL HEALTH

Western Montana Mental Health Center provides behavioral and therapy services for Head Start students in Butte.

Through a collaborative partnership with HRDC /Head Start, the Early Beginnings program is a comprehensive, integrated approach to prevent and identify early childhood social, emotional, and behavioral concerns through developmentally sensitive support; ultimately improving the social emotional outcomes and school readiness for young children.

Early Beginnings provides individual, family, and group therapy, along with skill building groups (such as: accepting responsibility for actions, decision making, emotion regulation, and self-control).

Support services to parents include: parenting skills, nurturing & discipline skills, home & school communication/advocacy, community referrals, and crisis intervention.

Support services to Head Start Staff include: classroom/hallway observation/assistance (as requested), specific behavior intervention suggestions (as requested), ongoing communication regarding a student’s progress in the program, school & parent relationship/communication assistance, and crisis intervention.

CHILD ABUSE AND NEGLECT

Under Montana State Law, the Head Start staff is mandated to report to the Department of Family Services for any reasonable cause to suspect that a child is being abused or neglected.

Reporting is a critical step in obtaining help for both the child and the parent.  We are here for support and to help the parent wherever needed.

 

Montana Child Abuse Hotline

Centralized Intake

Child and Family Services Division

1-866-820-5437

1-866-341-8811 TD line for the hearing impaired

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DISABILITIES

The disabilities component helps provide special needs children with the necessary services to ensure continued growth and success.  Early identification and intervention will help to secure this goal.  Head Start works collaboratively with parents to secure services by the Local Education Agency (LEA) special education staff, local community resources, professionals and program staff.  Opportunities provided by Head Start are made available to children who have  disabilities by using an active inter-disciplinary team approach.

 

In our inclusive pre-school classrooms, children with special needs truly have a “HEAD START” toward achieving their fullest potential.

 

Head Start is committed to these specific objectives to maintain and improve our services to children with special needs and their families:

 

 

Ø To equip our parents with the tools needed to be an effective advocate for their children.
Ø To increase training opportunities for staff and parents regarding services to children with special needs using “Parent and Staff Needs” assessment forms.
Ø To ensure that the agreement with the Local Education Agency (LEA) is signed and in effect for the 2017-2018 school year.
Ø To establish agreements with other agencies and organizations servicing children and families with special needs.
Ø To ensure that facilities are accessible and comply with provisions of the Americans with Disabilities Act.
Ø To facilitate inter-component coordination to ensure the full range of comprehensive services given to non-disabled children and families are available to every enrolled child with a special need.

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FATHERHOOD INVOLVEMENT

Head Start is committed to the philosophy that parents are the primary educators of their children.  Our goal is to get “fathers” involved to help their children succeed in school and to help males realize the positive impact that they have on the future of Head Start children.  We offer a variety of ways for “dads” to become involved, such as volunteering at school, activities to do at home with their child, and “Fatherhood Projects” for the father or father figure of Head Start children.  By participating in these activities, males will become involved in the children’s early learning years.

 

4 out of 10 children live in a Father-Absent Household.

Resource: National Fatherhood Initiative 1998

 

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ADOPT-A-CLASS

Butte Head Start is excited about the development of the Adopt-a-Class program within our Head Start classrooms.  The Adopt-a-Class Program was developed to offer opportunities for local businesses or organizations to collaborate in providing needed support to the Head Start program and children.   As a community partner in the Adopt-a-Class Program, you can greatly improve the overall program by providing support to a classroom by encouraging volunteering from your organization to read to children once a month, or more if available.  With a focus on early literacy skills, each community partner would be asked to assist in providing the needed funds to purchase new story books for the children to keep.  The financial support of $100.00 or more per year would purchase 3 to 5 new books for each child in the adopted classroom during the school year.

 

Head Start is committed to improving the programs available to the children and families.  As a community partner, you can help us achieve this goal by offering your needed support and truly make a difference in the life of a child.

                                 

If you are interested in this wonderful opportunity to help the children of our community, do not hesitate contacting us at 723-4078 or 1-800-560-3734.  We look forward to hearing from you.

 

2017-2018 ADOPT-A-CLASS SPONSORS

 

Axelson Alternative

MT. International Ins. Payne Financial BPPA (Police)
Action Inc.

McGree Trucking

Montana Abstract
Steele’s Warehouse Mountain West FCU Glacier Bank
     
 

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YOUTH INVOLVEMENT

One of our many goals is to promote positive youth development through youth participation at Head Start.  Throughout the year we work with high school, junior high students and faith based youth organizations to develop “youth mentors” to become positive role models for our Head Start children.  Through their participation in Head Start, youth will develop positive relationships with children; explore the Early Childhood profession as a career choice and help promote early literacy skills with Head Start children.

 

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Family Engagement

Parent involvement is very important to Head Start.  As a parent, you are the most important person in your child’s life.  At Head Start, we strive to include parents in all components of our program.  We encourage parents to try new activities and challenge themselves in the many educational classes that we offer.

 

Head Start offers four primary areas for parent participation.  First, parents join in making decisions about what kind of program to have and how it will operate, such as the type of programs, classrooms, curriculums and policies. Second, parents participate in the classroom as volunteers and observers. Third, parents participate in adult activities, which they have planned.  Fourth, parents, as prime educators, work with their own children with the support of the Head Start staff.

 

We need your help in many areas of the program.  Twenty-five percent (25%) of the Head Start grant money must be matched in order to continue the program.  This is made possible by parents volunteering in the classrooms, attending workshops, attending monthly Parent Events and serving on committees.  For each hour you volunteer, you are helping us match the mandated twenty-five percent (25%).

 

We hope to make Head Start a positive experience for the parents as well as the child.  We have a great variety of ways for you to become involved in your child’s education and enjoy your time with us as much as your child does.

 

Remember, we are here to help you and your family.  We can assist you in many different ways.  Our staff is here to help you.  Feel free to give us your input into the program and how we can best serve the needs and desires of the Head Start Families we serve.

 

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Designed and Maintained for Butte Head Start by Barbara Dibble © 2005-2017